Unit 6 (Weeks 13-16)

Introduction to Poetry
for a 9 Grade English Language Arts Classroom
th

Ms. Emily WileyIntroduction

As part of my student teaching experience, I will develop and teach a unit on
formulaic poetry. In this unit, students will explore the following types of poetry: Spoken
word/Slam poetry, Sensory poetry, Shape poetry, I Am poetry, and haikus. The students
will produce an original work of each type of poetry, which will then be compiled into a
final Poetry Portfolio. My main purpose in teaching this unit is to make poetry relevant to
my students. Many times students believe that what they are learning in school is
unimportant and unrelated to their daily lives. Teaching poetry to high school students is
useful because it is a differentiated way to promote literacy. Poetry is an art form that
uses the beauty and rhythm of language to produce emotions in a reader. It is a creative
piece of writing that often has meanings and messages that appear hidden. Poetry is an
ancient art form and dates back to the first human civilization in Sumer more than four
thousand years ago. I will introduce students to the older, classic poetry that has always
been studied. However, in this unit, I hope to demonstrate to my students that even today
they are surrounded by poetry- whether it is in the music they listen to, the books they
read or the movies they watch. Students will come into this unit already having some
background with poetry. This unit will serve as a reinforcement of the skills and
knowledge already gained by my students in previous years, as well as an introduction of
poetry terms and figures of speech, such as alliteration, onomatopoeia, hyperbole, and
personification, that they have not yet studied.
This unit is appropriate for high school aged students for it is studied at a fast pace
and contains poetry that is cognitively challenging for their age and ability group. It is
catered toward the early high school years for it studies more of the structures of the
different genres of poetry rather than the poets. Focus on poets will take place in the later
years of high school.
This unit will focus not only on poetry/English/writing skills. Participation in this
unit will allow and encourage students to work positively in groups. In addition, students
will have the opportunity to develop better oratory skills, because every piece of poetry
that the students create during this unit will be presented in front of the class. This unit
will also encourage students to critically analyze a text and relate it to their own personal
lives. Thus, this unit of poetry will serve as both a reinforcement of previously learned
skills and an introduction to new skills that will help them later in life.

Unit Plan Outline

Name:

Emily Wiley

Subject Area/Grade
Level:
Description of the
class (include
demographics,
information about
special learners,
information about
ability levels and
diversity)
Approximate
beginning and
ending dates for
teaching the unit

9th Grade English Language Arts

-

9th grade Read 180 class

Inclusion classroom
Students with varying abilities
One English Language Learner

Unit Rationale
What the experts say (i.e., Why should the unit be taught? What is its significance? What important questions does the unit address?
Are your proposed methods considered good teaching practice? Are these methods in keeping with what Beers, Atwell, Weaver,
Christenbury, Mitchell, Kirby and Liner, or others advocate?

The focus for this unit is to teach students to draft various types of poetry, to read and analyze specific poems, to work together in
creative writing, and to guide students through the writing process for poetry.

Unit Objectives
OBJECTIVES: Measurable, Manageable, Made First, Most Important
Note: Effective objective statements make effective assessment instrument questions. Example:
Objective: Students will be able to identify major and minor characters in literature selections.
Test Question: After reading the literature selection, name at least three major characters.
Please number objectives and use numbers when writing assessments.
Students will be able to:
(1) Students will be able to identify and explain the significance of the essential elements of the writers craft in given poems (i.e.
poetic structures such as the lyric, sonnet, the free verse form; sound devices such as rhyme, rhythm, and alliteration; imagery
including the visual, auditory, olfactory, and tactile word images that are created; figures of speech such a similie, metaphor,
personification, symbolism).
(2) Students will be able to read and explore for enrichment works from various genres (novels, plays, poems, essays).
(3) Students will be able to create their own original works of poetry.

SOLs: What SOL(s) will your students be working on when they master your unit objectives?
Note: Please write out the text of the pertinent SOLsnot just numbers, paying attention to the lettered standards beneath the

numbered SOL. Highlight the sections that most pertain to your lesson.
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic, audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary

development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of the
texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction,
poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and
theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and
elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.
i) Explain the influence of historical context on the form, style, and point of view of a written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.
ASSESSMENT: Describe, briefly, what students will do to show you that they have mastered (or made progress toward)
each of the course the objectives.
Note: Use the number for each objective above and then explain the ways you will assess the objective.
Assessment of Objective 1: Discussion, exploring/analyzing poems together as a class,
Assessment of Objective 2: Discussion, exit slips.
Assessment of Objective 3: A completed poetry portfolio at the end of the unit.

MATERIALS and PREPARATION: Describe what you will need do operationally to ensure that the unit is prepared,
like designing handouts, locating film clips, gathering books for in-class research, etc. (Include at least 1 st weeks handouts
with unitall if possible.)
Handouts printed, film clips from YouTube, examples of poems (available online).
ACCOMMODATIONS/ADAPTATIONS: Describe any steps taken to make the unit universally accessible to all learners,
no matter the challenges, disability, or personality.
Printed handouts, videos with closed captioning, a slow and steady pace for studying/creating poetry.

Major Learning Activities

What specific learning activities will organize your unit? (to help you brainstorm, consider these questions: Will you include a project of
some sort? How will you handle readings? What reading strategies will you useliterature circles, paired/shared reading, other
methods? (note: Do not use round robin reading!) What kinds of writing will your students do as a part of the unit? How will you handle
writing process? What learning activities will be engaging your students? What supporting handouts/organizers will you use? What

technology will students use during the course of the unit?)

Your list of major learning activities might include some of the following: (1) Response Logs, (2) Pre-reading, During Reading, and Postreading Activities, (3) Daily Freewrites, (4) Bell-Ringer Work, (5) Unit Project (6) Major Writing Assignment, (6) Pre- and Post Test*
(*this one is required!)

List and explain the major learning activities below.

- Bell-Ringer Work
- Writing Assignments: Spoken word poem, Sensory poem, Shape poetry, I Am poem, Haiku
- Unit Project: Final Poetry Portfolio

Daily Agenda for Unit

Make a list of each day and its lessons
Day 1
Poetry Unit introduction
Discuss overview of unit
Watch video(s)
Discussion
Day2
Video
Complete graphic organizer
Exit slip
Day 3
Introduce spoken word/slam poetry
Video
Assign project: students can perform a poem/song, or write their own
Students begin research
Day 4
Research day
Day 5
Performances
Day 6
Introduce Sensory poetry
Video
Review senses
Create sensory poem as a whole class
Day 7
Students create their own sensory poems (maybe in groups of 2)
Share sensory poems
Reflect on imagery as it relates to the five senses in each poem
Day 8
Introduce Shape Poetry
Discussion (What is the effect of Shape Poetry, etc.)
Model a Shape Poem
Students begin working on individual Shape Poems
Day 9
Finish Shape Poems
Share with the class
Day 10
I Am poetry (brief introduction)
Students begin writing their individual I Am poems
Day 11
Introduce Haikus
Read examples of Haikus
Begin writing individual Haikus
Day 12
Continue working on Haikus
Share with the class

Day 13
Put together portfolios
Decorate portfolios
Day 14
Put together portfolios
Decorate portfolios
Day 15
Present portfolios

Attached Lesson Plans

Use the Program Lesson Plan Template to plan out in detail the first 10 lessons for your unit.

Reflection
After writing your unit plan and 10 lessons, reflect on the unit and your planning process. What are the strengths of your
unit? What will you need to know more about before actually beginning to teach the unit? What was difficult about the
planning? What problems did you have, and how did you solve them? How have you integrated reading, writing,
speaking, listening, and technology? What would you change about the unit or its planning if you could start again?

Unit Plan Calendar

Week 1:
Day 1
Poetry Unit Introduction
o Discuss overview of unit
o Watch video(s)
o Discussion
Day 2
Video
Complete graphic organizer on important poetry terms
Exit slip
Day 3
Introduce spoken word/slam poetry.
Video
Assign project the students can perform a poem/song, or write their own spoken
word poem/slam poetry.
Students begin research
Days 4
Research day
Day 5
Performances

Week 2:
Day 6

Introduce Sensory Poetry

Video
Review senses
Create sensory poem as a whole class

Day 7
Students create their own sensory poems (maybe in groups of 2)
Share sensory poems
Reflect on imagery as it relates to the five senses in each poem
Day 8
Introduce Shape Poetry
Discussion (What is the effect of Shape Poetry, etc.)
Model a Shape Poem

 Students begin working on individual Shape Poems

Day 9
Finish Shape Poems
Share with the class
Day 10
I Am poetry (brief introduction)
Students begin writing their individual I Am poems

Week 3:
Day 11
Introduce Haikus
Read examples of Haikus
Begin writing individual Haikus
Day 12
Continue working on Haikus
Share with class
Day 13
Put together portfolios
Decorate portfolios
Day 14
Put together portfolios
Decorate portfolios
Day 15
Present portfolios
1.

Rationale
In connection with the Common Core Standards, this Unit gives students an
opportunity to explore poetry by reading, writing, and responding to poetry while
expressing their creativity, feelings, and emotions. Poetry allows students an opportunity
to express their feelings and emotions as well as make connections to other people and
situations. Poetry is a great way in enhancing students reading, oral, and writing skills.
Poetry, however, is often overlooked, and sometimes faces prejudice. By
implementing this unit, I wanted students to love poetry and understand that it does not
have to be rigid and structured. I also wanted to enforce the idea that anyone can write
poetry. While the unit will have some lessons that explore structured poetry, students will
have freedom of topics and can express their work however they choose.
Students will:
review aspects of poetry
become confident in using poetic techniques in their own writing
become confident in identifying poetic techniques and their meanings
become confident in interpreting meaning in poetry.
Students will develop skills in writing:
creatively
analytically
for a variety of audiences.

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 1 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Unit Introduction: Discuss overview of unit
The Middle: (20 minutes)
- Watch video(s)
- Discussion
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
2. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
3. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 2 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Video
The Middle: (20 minutes)
- Complete graphic organizer on important poetry terms
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
4. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
5. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
6. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 3 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Introduce Spoken word/Slam poetry
The Middle: (20 minutes)
- Video
- Assign project: the students can perform a poem/song, or write their own.
- Students begin research
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
7. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
8. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
9. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 4 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Review what was covered yesterday
The Middle: (20 minutes)
- Students do research for their projects
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
10. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
11. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
12. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 5 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Review what was covered yesterday
The Middle: (20 minutes)
- Performances
The End (a.k.a. Closing): (5 minutes)
- Review the purpose of Slam poetry/spoken word poetry.
Teacher Reflection on Practice (following the lesson):
13. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
14. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
15. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 6 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Introduce Sensory poetry
The Middle: (20 minutes)
- Video
- Review senses
- Create sensory poem as a whole class
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
16. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
17. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
18. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 7 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Discuss what was learned yesterday: The sense, the importance/effect of sensory
poetry, etc.
The Middle: (20 minutes)
- Students create their own sensory poems
- Share sensory poems with the class
The End (a.k.a. Closing): (5 minutes)
- Reflect on imagery as it relates to the five senses in each poem
Teacher Reflection on Practice (following the lesson):
19. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
20. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
21. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 8 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Introduce Shape poetry
The Middle: (20 minutes)
- Discussion (What is the effect of shape poetry, etc.)
- Model a shape poem
- Students begin working on their individual Shape poems
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
22. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
23. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
24. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 9 Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Review what was learned yesterday
- Explain what the plan for the day is
The Middle: (20 minutes)
- Students finish their Shape poems
- Poems will be shared with the class
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
25. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
26. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
27. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 10

Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- I Am poetry (brief introduction)
The Middle: (20 minutes)
- Students begin writing their individual I Am poems
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
28. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
29. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
30. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 11

Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Introduce Haikus
The Middle: (20 minutes)
- Read examples of Haikus
- Begin writing individual Haikus
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
31. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
32. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
33. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 12

Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Review what was learned the previous day
- Explain the plan for todays class
The Middle: (20 minutes)
- Continue writing Haikus
- Share with the class
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
34. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
35. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
36. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 13

Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Review what was discussed yesterday
The Middle: (20 minutes)
- Explain portfolio assignment/answer questions
- Put together portfolios
- Decorate portfolios
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
37. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
38. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
39. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 14

Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Review what was covered yesterday in class
The Middle: (20 minutes)
- Put together portfolios
- Decorate portfolios
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
40. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
41. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
42. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Unit Plan Daily Lesson Plans

RU Teacher Education Lesson Plan Format
Candidate Name: Emily Wiley

Date: Day 15

Grade Level: 9

Lesson Title/Topic: Poetry

Standards:
9.1: The student will make planned oral presentations independently and in small groups.
d ) Use grammatically correct language, including vocabulary, appropriate to the topic,
audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2: The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
e) Monitor, analyze, and use multiple streams of simultaneous information.
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to
understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings of words and phrases.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of the texts.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary
devices to convey a message and elicit the readers emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a
written work.
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects and
support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

Specific Observable Objective(s):

Students will be able to:
(1) Identify and explain the significance of the essential elements of the writers craft in
given poems (i.e. poetic structures such as the lyric, sonnet, the free verse form; sound
devices such as rhyme, rhythm, and alliteration; imagery including the visual, auditory,
olfactory, and tactile word images that are created; figures of speech such a similie,
metaphor, personification, symbolism).
(2) Read and explore for enrichment works from various genres (novels, plays, poems,
essays).
(3) Create their own original works of poetry.
Essential Vocabulary:
- Alliteration
- Allusion
- Assonance
- Consonance
- Couplet
- Hyperbole
- Metaphor
- Onomatopoeia
- Personification
- Similie
- Spoken word/slam poetry
- Sensory poetry
- Shape poetry
- I Am poetry
- Haiku
Assessment:
Formative: Discucssion, exit slip.
Student Considerations: Printed handouts, videos with closed captioning, slow and
steady pace for analyzing/creating poetry.

Instructional Resources, Materials, and Technology:

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
- Explain plan for the class (portfolio presentations)
The Middle: (20 minutes)
- Portfolio presentations
The End (a.k.a. Closing): (5 minutes)
- Review what was taught/learned during the lesson
Teacher Reflection on Practice (following the lesson):
43. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
44. Based on the result of your assessment, what will you do tomorrow? Can you go
ahead as planned or will you need to reteach concepts from todays lesson?
(Explain how you will reteach and/or connect and feed forward.)
45. If you have to teach this lesson again, what might you do the same and what
might you do differently?

Assignment Sheet: Poetry Portfolio

You are going to put together a portfolio of all of the poems completed during the
Poetry unit. These will be completed in class, and on your own time. You may write
additional poems of any type if you wish. Each poem should have a title. These poems
will be assembled into a portfolio.
Creative requirements for this project:
- typed or written poems
- any size or color font
- illustrate and decorate with the computer or by hand
- place one poem per page
- poems assembled into a folder or booklet
Poems to be included in portfolio:
- Spoken word/Slam poem
- Sensory poem
- Shape poem
- I Am poem
- Haiku
One the last page, create an About the Author page for your
portfolio. Write as much about yourself as you wish, as long as it does
not exceed one page.
Some examples of things to include are:
- The authors name is ________________________.
- He/She is ____________________ years old and is in 9th grade at Christiansburg
High School.
- For fun, he/she likes to _______________________.
- His/her hobbies are __________________________.
- His/her favorite activities are __________________.
- His/her favorite subject is _____________________.